Research methods for social work

The book considers

‘Running with the Fox and Hunting with the Hounds’: Social Work Tutors' Experiences of Managing Failing Social Work Students in Practice Learning Settings

The paper explores the issues raised by social work students failing in practice learning settings from the perspective of university tutors, by drawing on existing literature in this area from social work and nursing, as well as findings from a small‐scale empirical qualitative study. The qualitative study was influenced by practitioner‐researcher and practice‐near paradigms; and is based on interviews with twelve social work tutors in England. The findings reveal that tutors are able to articulate the important tasks and functions of their roles when issues of failing students in practice learning settings arise, although the process can be challenging. The challenges include: supporting practice educator and student, concerns about other tutors’ practices, the difficulties in promoting appropriate professional standards and values within higher education contexts and frustrations with practice educators and placements. Only a third of the respondents (four) however, articulated their gate keeping roles and responsibilities although this was not without its difficulties. Given the current reforms in social work education in England at this present time, with greater emphasis on threshold standards at entry level, and at key stages throughout the programme of study, the research is timely in terms of the critical consideration of the tutor role and challenges inherent in promoting appropriate standards.

‘It's been hell.’ Italian and British practice educators’ narratives of working with struggling or failing social work students in practice learning settings

Periods of assessed learning in practice settings are common requirements for social work students world wide. The ‘practice learning opportunity’ as it is known in the UK, and ‘tirocinio di servizio sociale’ as it is referred to in Italy, are important sites of gatekeeping in preventing unsuitable people from becoming social workers. The experience of assessing failing students in practice learning settings however, has been found to be particularly stressful and challenging for practice educators. This article documents findings from two qualitative studies that explored field educators’ experiences of working with struggling or failing social work students in Italy and England. The study finds both similarities and differences in the narratives of the assessors from the two countries Similarities include, unpleasant emotional experience of working with a failing student, internalisation of the students failing as the practice educators’ own failing, perceptions that the universities may hide negative information about students and lack of acknowledgement of the gatekeeping function inherent in the practice educator role. Differences include the level of emotionality experienced by educators, the way students are spoken about and the perceived role and responses of the university. Further comparative European research which focuses on practice education is indicated.

Projective Identification and the Fear of Failing: Making Sense of Practice Educators' Experiences of Failing Social Work Students in Practice Learning Settings

The paper focuses on emotions and processes that may arise for practice educators when working with a struggling or failing student in a practice learning setting.1 The paper firstly documents a previously undertaken thematic review of the literature, which explored why practice educators appeared to find it difficult to fail students in practice learning settings. Secondly, the paper draws on two UK qualitative studies that highlighted the emotional distress experienced by practice educators when working with a marginal or failing student. The paper documents key findings using a case study approach from both studies. We argue that the concept of projective identification offers a plausible and illuminating account of the states of mind experienced by practice educators and in making explicit, unconscious states of mind, our aim is that practice educators will feel confident to make appropriate assessment decisions when required.

The individual and collective effect of U.S. colonialism in Puerto Rico : a scale construction and validation, with implications for social work education and practice.

Tesis (Doctor en Filosofía con Orientación en Trabajo Social y Políticas Comparadas de Bienestar Social) UANL, 2011.

Education for social work as a self-regulating profession.

Resumen basado en del autor

Work, family and public policy changes in Latin America: Equity, maternalism and co-responsibility

Taking account of the substantial increase in female labour market participation that has occurred throughout the Latin American region, this article describes policies adopted with the aim of reconciling work and family responsibilities between 2003 and 2013, and the implications of their design for socioeconomic and gender equity. We look at the cases of Argentina, Brazil, Chile, Costa Rica and Uruguay, five countries which, on the basis of their track records, are the best placed to implement policies to reorganize time, income and services. The empirical analysis indicates, first, that these changes have contributed to socioeconomic equity more consistently than to gender equity. Second, the scale and type of change was found to vary significantly from one country to another. The article concludes by raising a number of substantive questions about the measures, their implementation and effectiveness, and the variations between countries.

Produção do conhecimento em Serviço Social: análise das dissertações de mestrado defendidas no Programa de Pós-graduação em Serviço Social da Unesp - Campus Franca entre 1999 e 2009 e a interface com a indústria calçadista de Franca-SP

Pós-graduação em Serviço Social - FCHS

Public participation in Michigan mining policy : the Kennecott Eagle Project case

Public participation is an important component of Michigan’s Part 632 Nonferrous Mining law and is identified by researchers as important to decision-making processes. The Kennecott Eagle Project, which is located near Marquette, Michigan, is the first mine permitted under Michigan’s new mining regulation, and this research examines how public participation is structured in regulations, how the permitting process occurred during the permitting of the Eagle Project, and how participants in the permitting process perceived their participation. To understand these issues, this research implemented a review of existing mining policy and public participation policy literature, examination of documents related to the Kennecott Eagle Project and completion of semi-structured, ethnographic interviews with participants in the decision-making process. Interviewees identified issues with the structure of participation, the technical nature of the permitting process, concerns about the Michigan Department of Environmental Quality’s (DEQ) handling of mine permitting, and trust among participants. This research found that the permitting of the Kennecott Eagle Mine progressed as structured by regulation and collected technical input on the mine permit application, but did not meet the expectations of some participants who opposed the project. Findings from this research indicated that current mining regulation in Michigan is resilient to public opposition, there is need for more transparency from the Michigan DEQ during the permitting process, and current participatory structures limit the opportunities for some stakeholder groups to influence decision-making.

Public values and perceptions of industrial heritage in the Keweenaw Peninsula, Michigan

The purpose of this research is to assess public values and perceptions concerning industrial heritage in the Keweenaw by studying visitors at an endangered mining site tour. This research presents and analyzes feedback collected directly from participants in the Cliff Mine (Michigan) archaeological field school public tour surveys in June 2011, gathers semi-structured interview data from survey participants and local experts, and synthesizes and collates both survey and interview data. As those who study heritage site visitors have found, in all outreach there is a necessity for deeper understanding of visitors for the outreach to be effective. An appropriate metric for collecting public values and opinions was created and used at the Cliff Mine archaeological field school public tours. To accomplish research goals, an opinion survey was created to collect demographic information and qualitative feedback from visitors at the Cliff Mine field school. The survey, a pre-tour and post-tour question list, found that all visitors who filled out a survey supported preservation and most were adults over 46 years of age. Most visitors were white-collar professionals, identified as local residents, and found out about the tour through the newspaper. Interview questions were constructed to supplement and expand on the visitor survey results. In addition, local experts involved in Keweenaw heritage were interviewed. All interviewees supported heritage preservation but often had conflicting views when activities such as mineral collecting were factored into the preservation question. By analyzing responses to the survey and interviews, improvements to outreach efforts at the Cliff Mine are recommended. Future research should further explore perceptions of social class and identity, and should seek out stakeholders not contacted through this research, in order to improve outreach and include all community groups.